IJCSI International Journal of Computer Science Issues, Volume 12, Issue 3, May 2015
ISSN (Print): 1694-0814 | ISSN (Online): 1694-0784
www.IJCSI.org
An E-learning Framework:
Enhancing the Student Learning Style
Dennis Gonzales
Computer Studies and System Department, University of the East
Caloocan City, 1400, Philippines
Abstract
The primary objective of this study is to find out the readiness of
the Department of Education and schools in the Philippines to
adopt new technology for learning materials as part of the basic
education curriculum. This study provides e-learning framework
that determines the learning styles of students to improve their
performances, as well as the teachers. This also allows the
teachers to identify the preferred learning styles of students. In
view of this, teachers may have deeper understanding on how to
adjust their teaching strategies by preparing appropriate learning
materials. Likewise, making students aware of their learning
styles; the strengths and weaknesses enables them to improve
their learning abilities and overcome their weaknesses. Giving
students learning materials and exercises that fit their desired
methods makes learning less demanding for them.
Keywords: e-learning Framework, Network Infrastructure,
Cloud Computing, and Learning Style, student performance
1. Introduction
Nowadays, the effective use of computer technology has
been empowered as an important skill for future education.
Nearby regions, governments, and schools and guardian's
assemblies used billions of cash to purchase machine
equipment segments and programming provisions for
schools. Implementation of this technology needs
specialized backing to PC ability and reconciliation, in the
same way as whatever viable activity, is constrained
without proper support.
Cloud computing innovation has been considered a
paramount part in the realm of Information Technology.
Meanwhile, the end-clients on the Internet can access
numerous servers of trade data around themselves [1].
Cloud computing is one of the new innovation slants that
has noteworthy effect on learning environment and
teaching. Individuals are accountable for their business
spot challenge, as well as the reproduction of data
innovation operations to help and accomplish their
corporate targets in the light of diverse engineering
patterns. This drives them to depend on outsider
administrations particularly in building their in-house
capacities and fulfilling the requirements of their end-
2015 International Journal of Computer Science Issues
29
clients, clients and vital accomplices. Climbing business
requests are compelling reliable Information Technology
(IT) individuals to think about better approaches on how
to reallocate their constrained inner assets to back-up
corporate necessities.
At present, cloud computing platforms such as, Google
and Microsoft, are giving free administrations to learners
and staff of educational institutions that incorporate
timetables, record stockpiling, email, contact records,
creation and offering archives and the capability to make
sites [2]. A study in different organizations was conducted
from distinctive businesses that have fabricated custom
usage of cloud and dissected how cloud computing
influenced their operations in three key regions:
Integration, and Time-to-Value.
2. Methodology
2.1 Conceptual Framework
E-learning integration can be achieved in three phases
such as, before integration, during integration and after
integration. Before integration, a number of activities like
Analyze integration activities, Analyze user
characteristics, Analyze learning objects, Analyze the
learning environment, Identify learning methods,
Compare alternatives, Prepare infrastructural budget, and
Identify funding sources are carried out.
The Interaction, in which the learner is challenged and
supported to solve domain-relevant problems, the learner
thereby encounters domain knowledge in the context of
authentic problems and is motivated to exercise the said
knowledge [3].
During the integration phase, a number of activities are
carried out. These include the implementation of Audio
learning, Video learning, Discussion forums, instant
messaging, Content management, Bulletin boards, and
IJCSI International Journal of Computer Science Issues, Volume 12, Issue 3, May 2015
ISSN (Print): 1694-0814 | ISSN (Online): 1694-0784
www.IJCSI.org 30

Chart rooms. The stakeholders such as, the university, the performances of learners. The students proceed to online
lecturers, the students, and the content developer are self-ruling learning act and intuitive learning sessions.
responsible for implementing these.

Before During
Activities Activities
 Identify learning  Integrate F2F with School
learning Admin
methods
 Compare alternatives  Implement F2F
 Prepared Infrastructural  Implement learning
Budget
Teacher
 Identify Funding
Features
Integration

Sources
Plan

 Analysis Integration
 Audio Learning
Activities Video
 Analyze User  Learning Discussion
Course
Developer
Characteristics  Forums, Instant
 Analyze learning Messaging Fig.2 Conceptual Framework
objects  Content,
 Analyze the learning Management
environment  Bulletin Boards
Student The proponent used Face-to-face driver which teachers
 Engaging quizzes deliver most of the curriculum for basic education.
Relevant Stakeholders  Email Teachers lead the class in a lecture following an
 The School
established protocol taking precedence and technology
 The Teacher
being secondary thought. However, they also produce
online resources to supplement or revise course material
which students can study at home, in the classroom or in a
After technology lab.
Activities
 Make Technological Improvements
 Evaluate Challenges E-learning here in the Philippines is a combination of face‐
 Conduct Continuous Training
 Evaluate Integrated Systems
to‐face and online. To improve the learning style in the
 Evaluate Students’ Performance Philippines, the proponent adopts the hybrid learning
Evaluation  Evaluate Lecturers’ Performance Integrated e-learning course format that provides an opportunity to keep and
Report System
develop the strengths of both face‐to face and online
formats. Having some required in‐person sessions would
Fig.1 Theoretical Framework of Cloud e-Learning System retain the important cohort or sense of connection for
students while decreasing the amount of scheduled class
After integration, the following activities should be carried time and decreasing the amount of commuting time.
out to ensure that integrated systems work properly
according to the plan in phase 1. These activities include 3. Result and Discussion
evaluating integrated systems, evaluating the performance
of students, evaluation of the performance of lecturers, In summary, all schools are expected to implement e-
technological improvements, evaluation of challenges, learning. However, successful implementation of e-
and continuous user training. The relevant stakeholders for learning relies on the level of readiness of ICT
implementing these activities are the university, the infrastructure and users. To adopt e-learning, schools
lecturers, the students, the government, and the private should attain the expected level of physical infrastructure
sector. development and e-learning users should also acquire
necessary technical competency combined with positive
Each of the above phases has a key deliverable; before attitudes and perceptions toward e-learning. Therefore, to
integration activities yield into an integration plan, while implement and realize the benefits of e-learning in schools,
during integration deals with the development of this study examined the readiness of schools to implement
integrated teaching methods, and after integration refers to e-learning by exploring the level of physical infrastructure
integration evaluation report [4]. development, technical competency of users, as well as
their perceptions and attitudes toward e-learning.
2.2 Conceptual Framework
The findings of the study demonstrated that most teachers
In the conventional e- learning model, instructors allocate can confidently operate computers with minimal time
exercises, behavior customary addresses, or evaluate the consumption, limited frustration and less confusion. From

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IJCSI International Journal of Computer Science Issues, Volume 12, Issue 3, May 2015
ISSN (Print): 1694-0814 | ISSN (Online): 1694-0784
www.IJCSI.org 31

the readiness of teachers, students and school
administrators, this is an adequate level of ready-to-
implement e-learning. However, it needs some
improvements. Therefore, teachers must have necessary
technical skills required for e-learning adoption for the
success of its implementation.
3.0 and “staff resistance to change” was ranked 9 with a
weighted mean of 2.71.
Findings show that there is a high level of challenging
factors towards the adoption of e-learning in any schools.
Administrations are mostly challenged with the available
technological infrastructure.

Table 1: Assessment of the Principal Respondents for Table 2: Assessment of the Principal Respondents
E-learning Challenges to the Schools in terms of Willingness

Weighted Weighted
Parameters Remark Rank Criteria Remark Rank
Mean Mean
Cost of skilled IT Access to digital teaching
3.43 Challenging 4.5
Resource and learning resources, 4.43 Agree 6.5
Cost of system including digital textbooks
3.43 Challenging 4.5 Shift from traditional print
Acquisition
and paper-based resources to Strongly 4.5
Cost of Maintaining Very 4.57
3.71 2.0 affordable, current online Agree
a computer Challenging resources
Power and Cost of Very Increase virtual learning
3.86 1.0 opportunities so every 4.5
Powering Generator Challenging Strongly
student no matter where they 4.57
Fear of Computer Agree
3.00 Challenging 7.5 live can reach his or her
Crashing potential.
Fear of Information Put more technology into the
3.29 Challenging 6.0
Theft / Hacking hands of students and 3.0
Strongly
Network Very teachers to increase 4.71
3.57 3.0 Agree
Connectivity Challenging individualized learning
options.
Lack of IT Develop a next generation
3.00 Challenging 7.5
Knowledge learning assessment system
which includes formative, Strongly
Staff Resistance to 4.86 2.0
2.71 Challenging 9.0 benchmark and summative Agree
Change
assessments based on the
new standards.
Over-all Mean 3.33 Challenging
Increase the use of
technology for providing Strongly 1.0
5.00
professional development Agree
opportunities for teachers.
Table 1 presents the assessment of the respondents on e-
learning implementation challenges. The fourth criterion Prepare staff / students for
4.43 Agree 6.5
“power and cost of powering a generator” was ranked 1 online assessment delivery.
with a weighted mean of 3.86. Implement e-learning
programs to have means of 8.0
On the other hand, “cost of maintaining a computer” was getting certification on the 4.29 Agree
ranked 2 with a weighted mean of 3.71 while “network instructional design skills for
connectivity” was ranked 3 with a weighted mean of 3.57. e-learning.
“Cost of skilled IT resource” and “Cost of system
acquisition” were likewise ranked 4.5 with 3.43 as Over-all Mean 4.61 Strongly Agree
weighted mean.

Moreover, “fear of information theft/hacking” was ranked

6 with a weighted mean of 3.29.
Lastly, “fear of computer crashing” and “lack of IT
knowledge” were rated 7.5 with similar weighted mean of
Table 2 presents the assessment of the principal
respondents in term of willingness. The data reveal that
“increase the use of technology for providing professional
development opportunities for teachers” was ranked 1 and
has a weighted mean of 5.00 and described as strongly

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IJCSI International Journal of Computer Science Issues, Volume 12, Issue 3, May 2015
ISSN (Print): 1694-0814 | ISSN (Online): 1694-0784
www.IJCSI.org 32

agree. The teachers and students were made to inspire the Likewise, making student aware of their learning styles
user of e-learning infrastructures to advance teaching and and demonstrating to them their individual strengths and
learning in the university [9]. weaknesses can help student to comprehend why learning
is difficult for them to understand and also serve as the
The data reveal that “develop a next generation learning basis for the development of their weaknesses. Besides,
assessment system which includes formative, benchmark student can be upheld by coordinating the teaching style
and summative assessments based on the new standards” with their learning style.
was ranked 2 and has a weighted mean of 4.86 and
described as strongly agree. The declaration underlines Table 3: Assessment of the Student Respondents
in Terms of Functionality
how the new ICT innovations make a key commitment to
instructional and instructive innovativeness by bringing
huge progressions into the educating e-learning Criteria
Weighted
Remark Rank
framework as far as both the instructive offering and its Mean
utilize and circulation all around the nation [5]. Teachers are able to track
and evaluate the progress of 4.06 Agree 2.5
The data reveal that “put more technology into the hands the student.
of students and teachers to increase individualized Teachers expect to receive
learning options” was ranked 3 and has a weighted mean feedback from the students.
4.15 Agree 1.0
of 4.71 and the one of the methodologies for upgrading
school competitiveness through e-learning is improving The e-learning subjects are
help supportive network for teachers and students [6]. updated and current in both
3.98 Agree 4.0
content and technical
aspects.
Both “shift from traditional print and paper-based
resources to affordable, current online resources” and A variety of instructional or
“increase virtual learning opportunities so every student learning activities are used
no matter where they live can reach his or her potential” to promote interactivity that
were ranked 4.5 and have weighted mean of 4.57 and includes online discussions, 3.88 Agree 5.0
described as strongly agree and the teachers battle to figure online conferencing,
out what impacts a person to take online school courses, collaborative assignments
and participation.
and how they best take in nature [7].
E-learning materials are in
“Access to digital teaching and learning resources, multiple formats to support
4.06 Agree 2.5
including digital textbooks” and “prepare staff / students variety of learning
for online assessment delivery” were ranked 6.5 and have preferences & experiences
weighted mean of 4.43. It is also supported by the article
from eCampus University that e-Learning system Over-all Mean 4.03 Agree
introduced to provide teachers and students as effective
methodologies and techniques that allow each to perform
Table 3 presents the assessment of the student respondents
his own role in terms of effectiveness and high scientific
in term of functionality. The data reveal that data reveal
quality while saving time and money.
that “teachers expect to receive feedback from the
students” was ranked 1 and has a weighted mean of 4.15.
The data reveal that “Implement e-learning programs to
The flexibility of teacher movement was often associated
have means of getting certification on the instructional
with the opportunity for more effective monitoring of
design skills for e-learning” was ranked 8.0 and has a
student activity and more effective openings for feedback
weighted mean of 4.29. The e-learning framework might [3].
be scaled both evenly and vertically and the instructive
association is charged as per the amount of utilized servers
The data reveal that “teachers are able to track and
that relies on upon the amount of learners [8].
evaluate the progress of the student” was ranked 2.5 and
has a weighted mean of 4.06. The e-Learning
Indeed, determining the learning styles of the student for
infrastructure, integrated into the global information
them to improve their performance as well as the teacher.
system, will exploit all information useful for conducting
The teacher can benefit by getting data about how their
educational activities and managing students, whether it
students are used to learn, which gives them a deeper
involves constantly monitoring the students' profile and
comprehension and may help when clarifying or preparing
progress or governing the various activities typically
the learning material.
present in universities.

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ISSN (Print): 1694-0814 | ISSN (Online): 1694-0784
www.IJCSI.org 33

The data reveal that “e-learning materials are in multiple
formats to support variety of learning preferences and
experiences (i.e., video, text, slideshows, simulations, and
others)” was ranked 2.5 and has a weighted mean of 4.06.
It creates the possibility of a wide variety of learning
practices. One of the central activities which were
significantly enriched by the increasingly ubiquitous
availability of technologies is the exposition which is
animated by the opportunity to invoke rich shared images,
video and plans [3].
The data reveal that “the e-learning subjects are updated
and current in both content and technical aspects” was
ranked 4 and has a weighted mean of 3.98. The thematic
analysis considers learning practices based on teachers’,
senior managers’ and students’ accounts of the impact of
ICT on learning. Teacher accounts and opinions serve as
primary data. These have been carefully considered and
linked to the teacher lesson logs, as well as to accounts of
how the infrastructure of ICT in the school has supported
the use of technology, how staff development has
supported teachers, and how curriculum.
The data reveal that “a variety of instructional or learning
activities are used to promote interactivity that includes
online discussions, online conferencing, collaborative
assignments and participation” was ranked 5 and has a
weighted mean of 3.88. The growing use of a web-based
environment for college education is gradually replacing
some aspects of the classroom in a University setting, and
it is shifting the long accepted paradigm of understanding
how students learn and introduces the question of what
influences a student’s decision to learn in an online
environment [7].
Table 4: Assessment of the Teacher Respondents
in Terms of Reliability
Table 4 presents the assessment of the teacher respondents
in term of reliability. The data reveal that “the e-learning
contents are relevant to the subject matter and to the “real
world” in which the content be applied” was ranked 1 and
has weighted mean of 3.92.
An interaction in which the learner is challenged and
supported to solve domain-relevant problems. The learner
thereby encounters domain knowledge in the context of
authentic problems and is motivated to exercise that
knowledge.
The data reveal that the “e-learning uses standard
equipment that is reliable, widely available, and applicable
to a variety of uses” was ranked 2 and has a weighted mean
of 3.84. In order to achieve the goal of knowledge sharing
and reusing interactively, lots of available e-learning
standards have been adapted to complete the purpose.
Normally, learning objects meeting these standards are
sharable with other e-learning platforms [3].
The data reveal that the “the e-learning instructions or
directions are clear and concise” was ranked 3 and has a
weighted mean of 3.83. Universities can offer e-Learning
2.0 tools and services to learners while obtaining clear
benefits from releasing the control over some learning
content [10].
The data reveal that the “goals and objectives provide a
visible sequence of expectations” was ranked 4 and has a
weighted mean of 3.81. As per e-learning (2007) stated
that one of the administration functions are coherence with
the University's objectives, economic sustainability,
efficiency of procedures, centrality of users, traceability of
users, diversification of targets, control and management
of risks.

4. Conclusions
Weighted
Criteria Remark Rank
Mean
When it comes to planning professional development
The learning instructions
3.83 Agree 3.0 activities in information technology, a similar process to
are clear & concise.
The learning contents are technology planning must be organized in participation
relevant to the subject with both the district and school levels.
matter and to the “real 3.92 Agree 1.0
world” in which the content Based on the findings of the study, the following
be applied. conclusions are drawn:
The objectives provide
visible sequence of 3.81 Agree 4.0 a. The study established a framework that can help
expectations.
improve e-learning integration in the Philippine
The e-learning uses
standard equipment that is
Basic Education. The framework can be used to
reliable, widely available, 3.84 Agree 2.0 guide school management to achieve the positive
and applicable to a variety effects of e-learning. The study puts emphasis on
of uses. the infrastructure and ICT skills that must be
Over-all Mean 3.85 Agree
attained by the management, lecturers and
students.

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IJCSI International Journal of Computer Science Issues, Volume 12, Issue 3, May 2015
ISSN (Print): 1694-0814 | ISSN (Online): 1694-0784
www.IJCSI.org
b. This study examined the readiness of schools in
CAMANAVA and other areas towards the
implementation of e-learning. Findings show that
there is a high level of acceptance towards the
adoption of e-learning in any schools. Students
are mostly satisfied with the available
technological infrastructure. Moreover, results
show that a fairly high percentage of students
think that e-learning can contribute positively to
their learning experience. Actually, students
believe that e-learning helped them learn more
effectively and thus, they feel ready to take any
other e-learning courses. The preferred student-
teacher mode of communication was face to face
followed by virtual communication.
c. The study revealed that Basic Education in the
Philippines provides support for e-learning
implementation. The institutions prioritize the
use of technology in traditional classrooms for
several reasons. In a nutshell, whether it is an
online distance-learning course or technology use
in a traditional classroom, e-learning presents a
host of new support requirements, and institutions
must provide the appropriate resources to address
the challenges faced by the school.
d. The study used agile software development
(ASD), a creative process that anticipates the
need for flexibility and applies a level of
pragmatism into the delivery of the finished
product. Agile software development focuses on
keeping code simple, testing often, and delivering
functional bits of the application upon its
availability. The goal of ASD is to build small
client-approved parts as the project progresses,
and as opposed to delivering one large application
at the end of the project.
5. Recommendation
Before the integration of e-learning, the Philippine Basic
Education should first acquire and set up adequate ICT
infrastructure in order to offer excellent e-learning
platforms to students and lecturers.
In addition, the administration of Philippine Basic
Education should ensure that the infrastructure is upgraded
periodically in order to match the fast changing
technology. One way of achieving infrastructural
requirements is through exploration of various funding
alternatives such as forming partnerships with
governments and private sector players. This can help raise
funds for ICT infrastructure.
2015 International Journal of Computer Science Issues
34
Acknowledgments
The author would like to extend his gratitude to the
University of the East – Caloocan Campus Administration
for the financial supports; the family, faculty members and
friends for their unceasing support and encouragement to
finish this paper.
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ISSN (Print): 1694-0814 | ISSN (Online): 1694-0784
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[10] Casquero, O., Portillo, J., Ovelar, R., Benito, M. &

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Dennis B. Gonzales is currently working at University of the East-

Caloocan Campus as Department Chair of Computer Science and
Information Systems under the College of Engineering. He is a
graduate of Doctor in Information Technology at AMA University-
Quezon City Campus with highest honor. He is one of the authors
of: A Comprehensive Review For Disk Scheduling Algorithms,
International Journal of Computer Science Issues (IJCSI) , Vol. 11,
Issue 1, No. 1, January 2014, ISSN (Print): 1694-0814 | ISSN
(Online): 1694-0784 www.IJCSI.org. The author and presenter of
the following: 1.) A Hybrid Cloud E-Learning Framework for
Philippine Basic Education; 2.) Automated Paralegal: An Online
Legal Assistant Providing Ranked Retrieval of Information For
Clients; were both presented in Prachacheun Research Network
International Conference at Stamford International University,
Bangkok-Thailand dated May 28, 2015; 3.) An Artificial Intelligence
System for Natural Disaster: Earthquake Role-Playing Game
presented at the 3rd International Conference In Technology,
INCITE 2015- Far Eastern University Institute of Technology,
Manila; 4.) Computer Aided Test Construction with Filtered
Questions Assessed and Evaluated using Item Analysis; 5.)
Conceptual Design of Technical Infrastructure for e-Learning
Delivery System in a Multi-Campus Environment held at
Chulalongkorn University and King Mongkut’s University of
Technology North Bangkok: Bangkok, Thailand on September 14-
16, 2011. A former College Dean of AMA Computer College-
Caloocan Campus (2008-2012). A graduate of Master of Science
in Computer Science (2008) and Master of Arts in Computer
Education (2004) both degrees from AMA University. He also
finished his undergraduate with the degree of Bachelor of Science
in Computer Science (2000) in AMA Computer College-Caloocan
Campus. He is also affiliated with different professional
organizations such as Philippine Society of Information
Technology Educators (PSITE), Computer Science Teachers
Association (CSTA), International Association of Computer
Science and Information Technology (IACSIT), and Philippine
Schools, Universities and Colleges Computer Education and
Systems Society (PSUCCESS).

2015 International Journal of Computer Science Issues